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ERIC Number: EJ890839
Record Type: Journal
Publication Date: 2010-Jul
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0361-476X
Social Supports from Teachers and Peers as Predictors of Academic and Social Motivation
Wentzel, Kathryn R.; Battle, Ann; Russell, Shannon L.; Looney, Lisa B.
Contemporary Educational Psychology, v35 n3 p193-202 Jul 2010
Young adolescents' perceptions of teachers' and peers' multiple classroom supports were examined in relation to motivational outcomes (interest and social goal pursuit). Responses from sixth (n = 120), seventh (n = 115), and eighth (n = 123) grade students concerning four dimensions of support (expectations for specific behavioral and academic outcomes, provisions of help, safety, and emotional nurturing) indicated that social supports differ as a function of students' sex, grade level, teacher, and classroom, and in their relations to interest and social goal pursuit. Relations of students' perceptions to motivational outcomes differed as a function of source of support. In addition, students' perceptions of teacher and peer supports differed as a function of teacher and classroom. In general, findings confirm the utility of a multi-dimensional approach to social support that acknowledges the independent as well as interactive contributions of teachers and peers to student motivation. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A